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The Motivation of Teachers to Produce Human Capital and Conform to Their Social Contexts


by Peter Youngs, Kenneth A. Frank, Yeow Meng Thum & Mark Low — 2012

In this chapter, we develop a theory to explain the effects of mentoring and induction activities on new teachers' commitment, instructional quality, and effectiveness, and we describe how utility functions can express variation in these outcomes. Then we explicate the role of three-level models (i.e., with random effects) in estimating the effects of effort on commitment, instructional quality, and student achievement with teachers nested within subgroups within schools.


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This article originally appeared as NSSE Yearbook Vol 111. No. 2.


Cite This Article as: Teachers College Record Volume 114 Number 14, 2012, p. 248-272
http://www.tcrecord.org ID Number: 18352, Date Accessed: 10/16/2017 6:19:22 PM

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About the Author
  • Peter Youngs
    Michigan State University
    E-mail Author
    PETER YOUNGS is an associate professor in the Department of Teacher Education at Michigan State University. His research interests focus on policy and practice in the areas of teacher education, induction, and professional development. Recent publications have appeared in Elementary School Journal and Teachers College Record.
  • Kenneth Frank
    Michigan State University
    KENNETH FRANK is a professor of measurement and quantitative methods at Michigan State University. He has published widely on how teachers’ social networks affect reform implementation. Recent publications have appeared in American Journal of Sociology and Educational Evaluation and Policy Analysis.
  • Yeow Meng Thum
    Northwest Evaluation Association
    E-mail Author
    YEOW MENG THUM is a senior researcher at Northwest Evaluation Association. His research interests focus on different ways of defining and measuring teacher quality and teacher effectiveness. A recent publication appeared in Sociological Methods & Research.
  • Mark Low
    Policy Studies Associates
    E-mail Author
    MARK LOW is a research associate at Policy Studies Associates. His research focuses on factors that influence the hiring experiences, induction, and commitment of public and Catholic school teachers. Recent publications have appeared in Teachers College Record and Teacher Assessment and Teacher Quality: A Handbook.
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